Enhancing Reading Comprehension Instruction by Leveraging Computational Thinking

Kathy Benson
Enhancing Reading
Instruction by Leveraging
Computational Thinking
bit.ly/readingwithCT2

Agenda
Welcome
Reading Background
Debugging
Cognitive Load
Integration
Jigsaw
Pattern Recognition
Algorithms
Logical Reasoning
Abstraction
Decomposition
Combinations
Adapt Your Lesson
Wrap-up

Kathy Benson
● kbenson@immersivesteam.com
● Former K-5 STEM Integration Teacher
● 3 grandkids

Norms
● Be present.
● Respect privacy.
● Make space and take space.
● Seek to understand.
● Take risks.
● Expect and accept non-closure.

We will have many electronic and paper docs
● Please pin this slide deck so you keep it handy.
● Write your name on the cover of your journal.
Journal

Essential Question:
How are we preparing
students to be
computationally literate?

Objective
● Describe ways you can align Computational
Thinking and language comprehension
instruction.
● Elevate Computational Thinking vocabulary in
your instruction.

Warm Up Reading Strategies That
Work

INSERT Strategy
Interactive Notation to Effective
Reading and Thinking

Challenge
1. Read the Newspaper Article
from your Journal.
2. As you read, use the INSERT
strategy to monitor and
clarify the article.
3. Reflect on the type of
thinking you used.
Journal Pages 2-4

Brainstorm
What type of thinking did you use before, during,
and after reading the newspaper article?
Jamboard Frame 1

KWL About Strategies that Work
● Fill in the K and W
portions of the KWL
K W L
Padlet
3 minutes

Reading Comprehension Strategies

Strategies that Work (STW)
15
Schema
“I remember when…”
Determining Importance
“What is most important?”
Visualizing
“I can see it in my head”
Synthesis
Create something new
Inference
Use clues
Monitor/Clarify
“Am I understanding this?”
Asking Questions
“I wonder why”
Citation: Strategies That Work

Brainstorm
How does the type of thinking we did before, during, and
after reading the newspaper article align with these
Strategies That Work?
Jamboard Frame 1

“Reading is a Full Contact Sport”
● Successful readers are actively engaged with the text as
they read.
● Reading comprehension requires problem-solving
skills.
● Students (especially from historically marginalized
communities) do not automatically have these skills,
but they can be taught.
17

KWL About Strategies That Work
● Fill in the L portion of
the KWL
K W L
Padlet
3 minutes

Anatomy of a Strategy Anchor Lesson
Jamboard Frame 3

Brainstorm
What type of thinking do you use
when you are solving problems?
Jamboard Frame 4

Computational
Thinking
What is CT?
Why learn CT?

KWL About Computational Thinking
portions of the KWL
K W L
Padlet
3 minutes

What is Computational Thinking?

Computational Thinking (CT)
The thought process involved in formulating problems and their
solutions so that solutions are represented in a form that can be
effectively carried out by an information processing agent.
Real-world problems
Computational solutions
Humans, machines or both
Demystifying Computational Thinking for Non-Computer Scientists, Cuny, Snyder, Wing.
28

Decomposition Abstraction
Pattern
Recognition Algorithm
graphics borrowed from
Four+2 Pillars
Debugging
Logical
Reasoning

Brainstorm
How does the type of thinking you do when you problem-
solve that aligns with computational thinking skills?
Jamboard Frame 4

KWL About Computational Thinking
● Fill in the L portions
of the KWL
K W L
Padlet
3 minutes

CT Reflection
32
Credit: Maria Zapata Caceres
CT Reflection
Ask students which computational thinking concepts and approaches they used today?
Ask students to explain how they used these skills.

Brainstorm
Can you see any parallels between
Monitoring & Clarifying and any CT Skill?
Jamboard Frame 7

Why learn CT?
Children who learn computational thinking:
● Have improved executive functioning skills
● Excel at problem-solving.
● Perform better in academic subjects.
● Persevere.

Monitor/Clarify aligns with Debugging
They both include:

Unpack Debugging
“Fix”
“Troubleshoot”
“Edit/Revise”
Example
Kid-friendly language

List something that people debug in real life.
3 minutes
PollEv.com/kathybenson199
Note: for multi-word answers put
a hyphen between words.

Challenge - Unplugged - How to Make a PBJ
Instructions for the Group
1. Read through the instructions provided.
2. Identify and discuss the bugs in each step with your group.
3. Write down the bugs and your corrections in the worksheet.
4. Once you have corrected all the steps, write out the corrected
instructions.
5. Be prepared to share your bugs and corrections with the class.
Journal Page 5

Enhancing Reading Comprehension Instruction by Leveraging Computational Thinking

My plan was for Cat was to move to the right twice and get
smaller. Try this out and see if it works.

Debugging Reflection
Answer the questions on Page 6 of your Journal.
Journal Page 6

Repack Debugging
1. Skim the Debugging Sub Slide Deck to become familiar with other ways to
integrate Debugging.
2. Brainstorm other ways you could apply Debugging in your reading instruction.
Padlet
3 minutes

Anatomy of a CT Anchor Lesson
Jamboard Frame 6

KWL About Cognitive Load
portions of the KWL
K W L
Padlet
3 minutes

Cognitive Load
48
● Cognitive load refers to the amount of information a
learner can handle simultaneously.

KWL About Cognitive Load
● Fill in the L portions
of the KWL
K W L
Padlet
3 minutes

How did we get here? - Integrated Progression
53
1. Anchor Lesson on the Reading Strategy
2. Practice on the Reading Strategy
3. Anchor Lesson on the CT Skill
4. Practice Lesson on the CT Skill
5. Simple Integrated Lesson (Both)

Challenge - Integrated - Amelia Bedelia
1. View pages 16-19 of this read aloud.
2. Let’s debug:
a. What went wrong?
b. What should have Amelia done instead?
c. Why do think Amelia made this mistake?
d. Did Ameila read the list correctly? Why or why not?

Anatomy of an Integrated Lesson
Jamboard Frame 8

Anatomy of an Integrated Lesson
56
● Unpack:
○ Recall the reading skill and computational thinking skill by referring back to their
anchor charts
○ Give directions for applying both skills together
● Experience:
○ I do: Model applying both skills together as you think aloud
○ We do: guided practice - practice both skills with read aloud
○ You do: independent practice - practice both skills together within their self-selected
reading
● Repack:
○ Debrief: Reflect on overlaps between the two skills

Jigsaw
Patterns
Logical Reasoning
Algorithms
Abstraction
Decomposition

Jigsaw - Other CT strategies
1. We will breakout into the
following groups.
2. Learn about your assigned CT
skill from the linked slide deck.
3. Prepare to lead an activity to co-
create an anchor chart for it.
CT Skill
Algorithm
Abstraction
Patterns
Decomposition
Logical Reasoning
15 minutes

Brainstorm
Making Connections and any CT Skill?
Jamboard Page 7

Making Connections aligns with Pattern Recognition
They both involve:

List some patterns you see in real life.
3 minutes
99
Note: for multi-word answers put
a hyphen between words.

Unplugged Plugged Integrated
Patterns Choice Board
1. Use pattern
blocks to create a
pattern for you
partner to continue.
2. Choreograph
a Dance in
Scratch Jr.
3. Locate patterns
and connections
in the story Let’s
Go Home.
30 minutes

Activity 1 Pattern Recognition
1. Use pattern blocks to continue this pattern.
2. Create a repeating or growing pattern. Have your
partner continue it.
3. Swap.
Pattern
Recognition
Virtual Pattern Blocks from: https://apps.mathlearningcenter.org/pattern-shapes/

Activity 2 Patterns
1. At the end of the story “Where the Wild
Things Are” the monsters have a dance
party.
2. You will use Scratch Jr. to create a dance
pattern.
3. Use the Repeat Scratch Jr. block.
Pattern
Recognition

Dance Party
● Code
Scratch Cat
to dance
● Activity Link
5 minutes

Activity 3 Patterns
1. The Let’s Go Home story is great for
making connections.
2. It also follows a predictable pattern. See
if you can identify it.
Pattern
Recognition

Schema
73
Let’s Go Home by Cynthia Rylant
Listen to the page about the front porch,
living room, and bathroom.
Do you notice any pattern? Describe it in your
journal on page 9.
Journal Page 7

Repack Patterns
1. Skim the Patterns Sub Slide Deck to become familiar
with other ways to integrate Patterns.
2. Brainstorm other ways you could apply Patterns in
your reading instruction.
Padlet
5 minutes

Brainstorm
Summarizing and any CT Skill?
Jamboard Page 7

Algorithms (Sequencing) aligns with Summarizing (Retelling)
They both involve:

Name some algorithms you use in real life.
3 minutes

Algorithms Choice Board
1. Create an
origami
animal
2. Play the Back
to Back Game
with Pattern
Blocks
3. Use Code & Go
Robots to retell the
story, “If You Give
A Mouse a Cookie”
Unplugged
30 minutes

Activity 1 Algorithm
1. Gather materials: origami
paper and directions
2. Practice following an
algorithm.
3. Use the directions to
complete one origami
animal.
Algorithm

Partners sit back-to-back.
1. Partner 1 (Designer): Use the pattern blocks to invent a design of your choosing with 4-
6 blocks. Don’t show your design to your partner.
2. Partner 1 (Designer): Give detailed directions to your partner on how to recreate your
design. Partner 2 can not ask any questions. Don’t look at partner 2’s progress until it is
completed.
3. Partner 2 follows the directions of Partner 1 as the directions are given but without
showing the progress.
4. Partner 1 and 2 share their constructions and discuss what they discovered.
5. If time permits, swap roles and try it again.
Algorithm
10 minutes Virtual Pattern Blocks from: https://apps.mathlearningcenter.org/pattern-shapes/

1. Gather materials: Book, Mat,
Robot.
2. Use Code & Go Robots to retell the
story, “If You Give A Mouse a
Cookie” in the correct order.
Algorithm

Floor Robot: Code & Go
Algorithm

Repack Algorithm
1. Skim the Algorithm Sub Slide Deck to become familiar
with other ways to integrate Algorithm.
2. Brainstorm other ways you could apply algorithms in
Padlet
5 minutes

Inferring Explained
Video of the start of an Inferring Mini-lesson

Brainstorm
Inferring & Predicting and any CT Skill?
Jamboard Page 7

Inferring & Predicting aligns with Logical Reasoning
They both may involve:
Cause &
Effect

Activity Logical Reasoning
1. Play Mastermind Online
2. Think about any deductions you made.
3. Did you get better with practice?

Activity Logical Reasoning
1. Read the first part of the
chosen story aloud to the
class. Stop at a cliffhanger or
an exciting point.
2. Ask students, "What do you
think will happen next?
Why?" Encourage them to
share their initial predictions
and reasons.

Repack Logical Reasoning
1. Brainstorm other ways you could apply Logical
Reasoning in your reading instruction.
Padlet
5 minutes

Determining Importance (Orientation)
98

Determining Importance (Concrete Analogy)
100
Imagine you are being sent to live on a deserted
island. If you survive one year, you can win a huge
prize. You are only allowed to pack 10 items for
the year. What will you bring? Choose wisely! Jot
your items down in your journal.
Journal Page 8

Brainstorm
Determining Importance and any CT Skill?
Jamboard Page 7

Determining Importance Aligns with Abstraction
They both involve:

Abstraction
Share Anchor Chart

Name some abstractions you use in real life.
3 minutes
Abstraction

Abstraction Choice Board
Generalize a label
for shapes based
on attributes.
Play the
Concept Kids
Game.
Identify a
Theme from a
Song.
30 minutes

Activity 1 Abstraction
1. What do you notice about these
items?
2. What are the attributes of each thing?
3. What are the common attributes of
all the items?
4. Generalize. What would name this
group of things?
5. How would you define this group?
Abstraction

107
1. One partner picks several animals
from the deck of animal cards.
2. The other partner tries to guess
the animals’ classification.
3. Switch roles and go again.
Abstraction

●Read or listen to Dolly Parton’s
Coat of Many Colors (song, lyrics, or
picture book) by Dolly Parton.
●Underline the important words or
phrases in the passage.
●Discuss why they are important to
you.
● What do you think this song means?
Journal Page 11 (insert)

Repack Abstraction
1. Skim the Abstraction Sub Slide Deck to become
familiar with other ways to integrate Abstraction.
2. Brainstorm other ways you could apply abstraction in
Padlet
5 minutes

Decomposition
Share Anchor Chart
Is part of Pattern Recognition,
Algorithms, Debugging and
Abstraction

List something that people decompose in real life.
3 minutes
Decomposition

Decomposition Choice Board
1. Break a
composite shape
into its component
shapes.
2. Send the
astronaut to
the moon.
3. Read aloud
Ruby’s Adventures
as she decomposes
a problem.
30 minutes

Activity 1 Decomposition
Use pattern blocks to break this composite shape
into individual shapes.
Decomposition
Journal Page 10

1. Create a
project like
sending
the
astronaut
to the
moon.
2. Start by
breaking it
down.
3. Then code
each part.
Decomposition

1. Read chapter 4 (4:45
seconds in).
2. How did Ruby and the
Penguins break the
problem down.
3. Was it easier to solve the
problem after
decomposing it?
Decomposition

Repack Decomposition
1. Skim the Decomposition Sub Slide Deck to become familiar with other
ways to integrate Decomposition.
2. Brainstorm other ways you could apply Decomposition in your
reading instruction
Padlet
3 minutes
Decomposition

Brainstorm
Summarizing and Synthesis and any CT Skill?
Jamboard Frame 7

Combinations
Combining CT skills

● Skills are learned individually at first
● But with mastery they are applied fluidly as
circumstances dictate
CT - Putting it all together
Computational Thinking / Problem solving

Repack Combinations
● Brainstorm other ways you could apply multiple CT
skills in your reading instruction
Padlet
3 minutes

Integrate Synthesis and Computational Thinking
● Shortly you will be synthesizing what you learned
today to adapt the lesson you brought to infuse
computational thinking, so we are not going to
practice synthesizing with computational thinking at
this time.

Identify CT skill(s) that Align with your Reading Lesson
● Yadav with CT4edu.org created the CT Screener.
● The CT Screener is used to brainstorm CT that can be
supported during a lesson.
● Analyze your Reading lesson using the CT Screener.
● Use the printed CT Screener or make a copy of the
electronic CT screener.
20 minutes
Journal Page 12

Other Literature
● CT Literature Pins
● Kathy’s Amazon Literature List
● Computing Related Books Padlet
● Vicky Sedgewick’s Book List
● Best Picture Books for Coding
● The Library Voice

Wrap Up
Debrief
Path Forward
Feedback Survey

What’s the Best that Could Happen?

Resources
● CT Word Wall
● Strategy Word Wa
ll
● STW + CT Lesson
Seeds
● CS Hands On
● Cornell ELA CT Ta
sks

MCCE End of Workshop Survey
Thank you for completing
this survey. This helps us to
plan future workshops and
to report our progress to
the state of Maryland as
well as other funders.

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